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close this bookDisaster Management Ethics - Trainer's Guide - 1st Edition (Disaster Management Training Programme, 104 p.)
View the document(introduction...)
View the documentTrainer's guide
View the documentThe basics
View the documentThe specifics
View the documentWELCOME
Open this folder and view contentsINTRODUCTION TO ETHICS
Open this folder and view contentsTOPIC 1: Military intervention in disaster relief, cooperative relationships and implications for long-term rehabilitation and development
Open this folder and view contentsTOPIC 2: Providing humanitarian assistance to displaced populations and refugees
Open this folder and view contentsTOPIC 3: The relationship of disaster response to on-going economic and social development
Open this folder and view contentsTOPIC 4: Disaster fund raising, appeals and the utilization of funding resources
Open this folder and view contentsTOPIC 5: Disaster declaration and response
View the documentETHICS HANDOUTS

The basics

Careful preparation is the key to any successful presentation. If you are familiar with your audience, it is important to tailor the material presented to relate to their experience. Look over all of the material available, then select those materials suitable to the time constraints of the training session and the needs of the participants. Try to augment the materials with items that are "closer to home" for the audience. Related articles from local newspapers and magazines can strengthen the points being made and increase their relevance for individual participants.

In spite of your best efforts to keep on track, the discussion of ethics in disaster management will likely be an "explosive" exercise and may go far afield from the material presented. This is not necessarily a problem, as long as the discussion covers related areas of concern to the audience and are related to the main points of the module. It will be up to you to decide if the material being covered is of value to the group. Time is always short and should be used to the best advantage of all concerned. To make these decisions, you will have to be familiar enough with the material to know which parts can be left out or covered very quickly with your particular audience.

Make workshop site arrangements

The physical environment of the training can either strengthen or weaken your presentation. When properly attended to, small matters of detail can make a training session run smoothly. The following are a few of these "small matters" which should not be overlooked:

· Secure meeting room space that includes a main meeting room that will be large enough for plenary sessions as well as provide adequate space for small group sessions.

· Look over the central meeting space and be aware of window and door locations, especially considering room temperature and ventilation.

· Identify the location of electrical outlets.

· Decide on a room setup arrangement that best facilitates presentation and discussion.

· Arrange the screen and projector to allow for exit and entry from the room without disruption of the session.

· Test equipment before the presentation.

· Set up stands and flip charts in each of the small group breakout areas that will be utilized.

Gather and prepare materials

· If you intend to use a flip chart for presentations or group exercises, be sure to have an adequate supply of stands, paper and markers. Make sure the markers are in good working order and stands are stable.

· Bring tape and pins if you need to attach sheets to a wall.

· Make sure you have a blackboard and chalk or appropriate markers for a white board if you do not intend to use a flip chart for plenary sessions.

· Make sure you have a screen and overhead projector available with extra light bulbs and extension cords, if necessary.

· Bring name tags for all participants, sufficient copies of handouts you intend to use, paper and pencils.

Background on adult learning

The participants in this training session are your colleagues and you have much to learn from each other. Just as you bring knowledge and expertise, they too bring many life and work experiences that may provide helpful examples and insightful perspectives to the workshop materials. The more traditional didactic manner of education will not always be the best method to use. Consider the following points as you plan your presentation:

· Participants will learn the material better if they can relate it to personal experience or to daily-use application.

· As your colleagues, the participants will be more interested in the session if they can actively participate rather than simply listen.

· As adults, the participants are responsible for their own learning, and should be encouraged to ask questions that will provide them with what they really need to know.

· The learning objectives of the session should be defined at the outset.

· Be flexible, but remember to cover the main points of the session.

· Remember that people vary in their preferred styles and methods for learning. A variety of educational formats and activities is more likely to meet the diverse needs of participants.

Facilitating groups

Dividing participants into small groups introduces diversity into the training process, facilitates the development of relationships among participants and creates opportunities for them to learn from each other. The process of utilizing small group breakout sessions requires the leader to provide clear instructions regarding small group tasks and to frequently check on their progress as they are meeting. The small group exercises suggested in this training module estimate the amount of time required for groups to consider the topic or issue they are to address. When small groups report back, the best practice is to ask for one example or one point from each group rather than a full report of their discussion. Without guidance and some limits on reports, the process can be time consuming and reporting back can become tedious and repetitious. It is, therefore, important to monitor the effectiveness of this process and not over-utilize it.